Abstract
This action research study investigates the pedagogical approach to teaching Japanese as a Foreign Language (JFL) in Mexican universities. Observations revealed that students at University A showed significant difficulties in skills such as paraphrasing words for the purpose of explanation, e.g., using synonyms and utilizing plain vocabulary and encouraging listeners to draw analogies. This lack of proficiency may be attributed to a disconnect between classroom learning and real-world application. The researcher conducted a “retelling” lesson aimed at improving these skills in a reading course. This paper reports the results on action research through an iterative cycle of planning, implementation, and reflection.
